Grade 8: Jan 10 Sample lesson below: Week of: 11/101 Grade: 11 Time: 3rd period LS/ESL The Essential Question: How can you add dialogue to you writing to add interest? Content Objectives (NCSCoS): (Eng III 6.01 Model an understanding of conventional written and spoken expression Academic Vocabulary: dialogue, quotation marks, comma, indent/indention, paragraph, fable, AESOP, life lesson, moral BIC Language: target vocabulary: grasshopper, summer, winter, ants, plenty, warm, remember, save, closed, play, food, work VERSION Language Objectives (WIDA Can Do Descriptors or Model Performance Indicators): L (2,3): SW Categorize content-based examples described orally S (2,6): SW Sequence processes, cycles, procedures, or events R (2): SW Order paragraphs or sequence information within paragraphs W (2,4): SW Outline ideas and details using graphic organizers
SWBAT: demonstrate comp. of target vocabulary by completing Frayer models for terms.
demonstrate comprehension of text by completing a CLOZE activity.
correctly write and punctuate dialogue.
create a GO and use it to write a different version of a fable.
use vocabulary in context.
Writing to Learn
What was the last thing someone said to you?
What would you say to the grasshopper if you were the queen ant?
What would you say to the ants if oyu were the grasshopper?
Instructional Input/ Modeling
SUB PLANS- Frayer models for vocabulary terms -Model WS’s -List of terms
Introduce idea of FABLE, Life Lesson, MORAL. Show video “Grasshopper and the Ants”; dicuss
Revisit the CLOZE. Have volunteers read the story orally. Point out, discuss indentions; Idea of DIALOGUE; have students complete cartoon bubbles for fable.
Discuss effect that dialog has on the fable; model completing Graphic Organizer to scaffold story.
SUB PLANS- Vocabulary Activities -opposite -crossword
Guided Practice
Discuss idea of version; read fable to students.
Model how to write/punctuate dialogue.
Have students complete GO for story rewrite.
Independent Practice
Using vocab list and comprehension, have students complete a CLOZE of the fable.
Have students write/punctuate the dialogue from their cartoons.
Students use GO to rewrite their version of “Grasshopper and the Ants.”
Exit Ticket
T/F Ticket
T/F Ticket
T/F Ticket
Notes/Materials: Frayer model sheets, vocabulary list, vocabulary practice sheets
Week of 11/1: 10th Grade
Week of 11/1: 8th Grade
Grade 11: Nov 8
Grade 10: Nov 8
Grade 8: Nov 8
Grade 11: Nov 15
Grade 10: Nov 15
Grade 8: Nov 15
Grade 11: Nov 22
Grade 10: Nov 22
Grade 8: Nov 22
Grade 11: Nov 29
Grade 10: Nov 29
Grade 8: Nov 29
Grade 11: Dec 6
Grade 10: Dec 6
Grade 8: Dec 6
Grade 11: Dec 13
Grade 10: Dec 13
Grade 8: Dec 13
Grade 11: Jan 3
Grade 10: Jan 3
Grade 8: Jan 3
Grade 10: Jan 10
Grade 11: Jan 10
Grade 8: Jan 10
Sample lesson below:
Week of: 11/101 Grade: 11 Time: 3rd period LS/ESL
The Essential Question: How can you add dialogue to you writing to add interest?
Content Objectives (NCSCoS): (Eng III 6.01 Model an understanding of conventional written and spoken expression
Academic Vocabulary: dialogue, quotation marks, comma, indent/indention, paragraph, fable, AESOP, life lesson, moral
BIC Language: target vocabulary: grasshopper, summer, winter, ants, plenty, warm, remember, save, closed, play, food, work
VERSION
Language Objectives (WIDA Can Do Descriptors or Model Performance Indicators):
L (2,3): SW Categorize content-based examples described orally
S (2,6): SW Sequence processes, cycles, procedures, or events
R (2): SW Order paragraphs or sequence information within paragraphs
W (2,4): SW Outline ideas and details using graphic organizers
Mon (Prior Know) Tues (Const Meaning) Wed (Extend read) Thurs (Evaluating) Fri (Synthesis)
target vocabulary by
completing Frayer
models for terms.
Modeling
Frayer models for vocabulary terms
-Model WS’s
-List of terms
Vocabulary Activities
-opposite
-crossword
Notes/Materials: Frayer model sheets, vocabulary list, vocabulary practice sheets